ELA+2+Lesson+27

Topic:Dinosaur/Fossils

Common Core Standards RI.2 1.Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 7.Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 10.By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 5.Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 4.Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 8.Describe how reasons support specific points the author makes in a text.. 9.Compare and contrast the most important points presented by two texts on the same topic. RF.2 f. Recognize and read grade-appropriate irregularly spelled words. b. Know spelling-sound correspondences for additional common vowel teams. 4.b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. W.2 1.Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 7.Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Suggested Student Objectives: Students will be able to understand, recognize, apply, and analyze the following skills: Fact and Opinion;Possessive nouns;Synonyms;Adverb;Opinion Paragraph

Suggested Additional Readings

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ActivitiesLearning OutcomeDistinguish between fact and opinion.DurationApproximately 50 minutesNecessary Materials//Provided//: "Dear Diary" Passage, Direct Teaching and Guided Practice Worksheet, Independent Practice Worksheet //Not Provided//: Chart paper, markersLesson Plan will discuss the differences between facts and opinions. I will orally provide several examples of fact and opinion statements and discuss how I was able to identify each as either fact or opinion (true or can be proven, an expression of a feeling, clue words). I will give the students the following example: “In my opinion, reading is the best time of the school day. It is a fact that cats have four legs.” I will explain that dates and times are clues that the statement is probably a fact and adjectives or descriptive words are clues that the sentence is probably an opinion. I will explain that we will read a short passage and identify and explain whether statements from the passage are facts or opinions. I will read the first passage (see Direct Teaching and Guided Practice Worksheet in Teacher and Student Materials below) and model how to determine and explain that the first sentence is a fact. I will repeat this with the second example sentence (opinion).**Watch a Video Teacher Tip: Modeling ** Ask: How did I determine if each sentence was a fact or an opinion? Students should respond that you read the sentence and thought about if it could be proven to be true or if it was someone's thoughts or feelings. will work together to determine if the last two sentences of the passage are facts or opinions. We will discuss how we knew these sentences were facts or opinions. (See Direct Teaching and Guided Practice Worksheet below.)
 * ===DIRECT TEACHING===
 * ===Think Check===
 * ===GUIDED PRACTICE===
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Assessments will read the second passage (Student Independent Practice is provided below) and determine if the sentences from the passage are facts or opinions. You will explain in writing how you knew each sentence was a fact or an opinion.
 * ===INDEPENDENT PRACTICE===

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